Reading literacy is one of the most important competencies which pupils should acquire throughout their education. Since reading literacy is in the foundation of all other school subjects, but also of lifelong learning - it is of utmost importance to advance it to the highest attainable level, namely on different types of texts derived from various reading purposes. Since the teaching programmes and corresponding teaching resources in the Republic of Croatia contain no clear guidelines for teaching reading literacy, the reading literacy develops almost randomly. In the process of methodical template analysis, the methodical instrumentation is used to attempt guiding the pupil to cognizance of a desired idea or process from the teaching programme. The methodical templates are most commonly found in textbooks, i.e. readers, which, being the fundamental schoolbooks in teaching Croatian language, must be evaluated before their use in the classroom, according to the principles derived from the theory of didactical transfer and theory of schoolbook. The methodical instrumentations must also be prepared for pupils meticulously and precisely, so that the pupils could learn to question independently the content they are exposed to and also learn to build their own knowledge independently. The primary goal of this paper was to define the shareof literary texts and informational texts in the Croatian language readers for the fourth grade of primary education. The second goal was to determine the share of methodical scaffolding questions in these same readers, considering the process of comprehension. The scaffolding questions were examined according to the following processes: focusing on and retrieving explicitly stated information; making straightforward inferences; questions directed to interpreting and integrating information and ideas and lastly, evaluating and critiquing content, language and textual elements. The mentioned processes are defined within the PIRLS international study. In the entire collection of examined texts, a significantly lesser number of informative texts was found compared to number of literary works. The methodical instrumentation study results show that the largest share of scaffolding questions in reader schoolbooks focuses on very simple processes of making straightforward inferences, and the least number of questions focuses on evaluating and critiquing content, language and textual elements.